Student Services HANDBOOK

Transcription

1 Student Services HANDBOOK

2 Purpose: This handbook is intended to assist personnel in putting the Living Sky School Division vision, mission statement, and guiding principles into practice for all students. Guidelines are provided to assist school and division personnel in planning, implementing, and evaluating student support services and programming to meet the needs of all students. The handbook is primarily intended for the use of principals, vice-principals, student services personnel and classroom teachers. The document includes general guidelines and procedures. 2

3 Table of Contents Part A: Philosophy & Beliefs 1. Vision Statement, Mission Statement, Guiding Values and Beliefs Philosophy of Inclusion Continuous Improvement Framework (CIF) Response to Intervention Record of Adaptations and Personal Program Plans...10 Part B: Supporting Students with Learning Needs 1. Funding and Support Framework Diversity Factor Funding Recognition Students with Diverse Needs Intensive Supports Level I and II Home Based Education for Students with Intensive Needs Pre-K Prevention and Early Intervention for Children at Risk Early Entrance Programs Intensive Supports Funding Guidelines...25 Part C: Roles and Responsibilities 1. Introduction School Based Team Student Services Central Office Personnel...33 Part D: Using the RTI Model for Assessment and Intervention 1. Assessment Response to Intervention (RTI) Framework Identification, Referral and Intervention Process...41 Part E: Intensive Needs 1. Identification of Students Requiring Intensive Supports Indian and Northern Affairs Canada (INAC) Personal Program Planning Individual Intensive Supports and PPP Review/Checklist Student Outcome Rubrics...52 Part F: Transition 1. Transition into Elementary School Transition between Grade Levels/Schools Transition from Secondary to Adult Life...56 Part G: Program Development 1. Alternate Education Programming

4 Part H: Alternate Division Schools/Programs 1. Phoenix and Manacowin Schools Structured Success (S2)...61 Glossary...63 Appendix

5 Part A: Philosophy and Beliefs 1. Living Sky School Division No. 202 is committed to meeting the diverse needs of all learners as outlined in the school division s vision and mission statements, and guiding principles and beliefs. Vision Statement: Living Sky School Division believes in Growth Without Limits, Learning For All. This statement represents an environment where staff and students flourish. Mission Statement: Living Sky School Division: Shaping Our Future Through Thoughtful Schools. We believe that thoughtful schools are schools where students and staff focus on learning. Learning to respect people and property. Learning to become full contributing members of society. Learning to celebrate success. Living to learn, learning to live; a commitment to learning. Guiding Values and Beliefs Living Sky School Division adheres to the following principles: Care Integrity Trust Honesty Mutual Respect Courage Commitment Inclusion Innovation Transparency We believe: 1. Student learning is priority number one. 2. Students learn and staff work best in caring, respectful environments. 3. In relevant, responsive, results oriented curriculum. 4. Collaborative, authentic partnerships build strength. 5. Our organization is accountable to students, parents and community. 6. In prevention and early intervention as most effective practice. 7. Our organization strengthens through shared leadership. 5

6 Philosophy of Inclusion: Our commitment to teaching begins with a focus on the strengths of each student. The goal for each child is full citizenship. We strive to create a personalized education plan for each student in order to develop his or her highest level of self-esteem and competency. This commitment to individuals, diversity and community is empowered by flexibility, adaptation and advocacy. Accountability is measured through student success and attained through teamwork, shared responsibility and the use of best practices. Guiding Principles of Inclusion: education of all students in age-appropriate classrooms in neighborhood schools comprehensive assessment individualized goal setting collaborative team work the family as integral members of the collaborative team creation of supportive and caring educational environments individualized instruction that is carefully planned to meet the specific needs of the individual student trained and committed personnel 6

7 Continuous Improvement Framework (CIF): This framework was introduced as part of the PreK-12 Renewal Initiative in 2005 to advance provincial and local educational priorities and to improve student results. The CIF provides a common strategies planning mechanism for The Ministry of Education, boards of education and school community councils to advance the PreK-12 Renewal Priorities of: High levels of literacy and achievement; Equitable opportunities to learn and succeed; Smooth transitions into and through the system; and, Strong system-wide accountability and governance. In keeping with The Ministry of Education emphasis on developing the whole child and youth, the CIF supports a core set of broad-based learner outcomes enabling all learners to: attain high levels of literacy and achievement in a broad range of studies commensurate with ability; demonstrate personal and social skills for well being and citizenship; attain high school completion; and, make successful transitions to post-secondary education and/or employment. (Continuous Improvement Unit, Government of Saskatchewan, 2007.) 7

8 Response to Intervention (RTI) There is an emphasis on early intervention services for children who are at risk for academic and/or behavioural problems. The idea is to intervene early with evidence-based strategies before a child becomes so far behind that they require more intensive measures. Response to Intervention (RTI) is a framework or process schools use to deliver these services. RTI is based on the concept of providing evidence-based instructional and behavioural strategies that are matched to student needs and monitored on a frequent basis. The information gathered by this approach is used to make decisions regarding the student s education program. The RTI model ensures that classroom teachers empower students to reach their full potential through assistive technology, differentiated instruction, inclusive practices, and early intervention. The goals of RTI are to: prevent unnecessary academic failure implement evidence-based intervention for all students prevent unnecessary referral to student services use prevention rather than reaction to student difficulties encourage teachers to use evidence-based strategies 8

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10 Record of Adaptations (ROA) The Record of Adaptations (ROA) details strategies for those students who follow approved curricula but require extensive and continuing use of the Adaptive Dimension for either: Accommodations/adaptations to enable students with learning difficulties to successfully achieve the learning objectives of their assigned grade level; or Adaptations/extensions (enrichment strategies) to add breadth and depth to the achievement of grade level learning objectives. Adaptations must be carefully selected as this is a living document. ROA s can be created for students experiencing difficulty in the following areas: motivation, organization, attention, listening, reading, writing, memory, oral language, sensory motor, math, assessment, routines/directions/transitions, frustration/anger, and social interactions. Personal Program Plan (PPP) A Personal Program Plan (PPP) is a written document developed and implemented by a collaborative team. It is a compilation of student outcomes that have the highest priority for the student during the year. It includes: student identification and background information; student strengths, needs and preferences; current levels of performance; annual student outcomes (SMART); short-term objectives (SMART); strategies and resources; team members who will implement the PPP, and the location for implementation; plans for evaluation and review; procedures for reporting; plans for transitions; and signatures of team members. A PPP should consider meaningful adult outcomes. These outcomes are defined by: optimal independence and self-determination; meaningful participation in community; social networking opportunities; a healthy and safe lifestyle; and meaningful employment. 10

11 Part B: Supporting Students with Learning Needs 1. Funding and Support Framework Diversity: Funding and Supports for all children Programming Planning & Identification Personnel Learner Outcomes Assistive Technology Therapeutic Support Formal Process Intensive Level I Programming Planning & Identification Personnel Learner Outcomes Assistive Technology Therapeutic Support Intensive Level II Programming Planning & Identification Personnel Learner Outcomes Assistive Technology Therapeutic Support (Children s Services, Intensive Supports Supplementary Funding & Documentation: A Guide for School Divisions ) Funding is based on a school division s prevalence rate from the previous two years. Documentation must be kept current and submitted yearly. 11

12 2. Diversity Factor Funding Recognition Diversity Factor funding recognition is intended to support all aspects of student diversity and is considered the first level of support provided by school divisions. Diversity funding is intended to provide school divisions with support for addressing those students with learning challenges and to support the identification of those students with intensive needs. Programming Adaptive Dimension Differentiated instruction Co-teaching Team teaching Tutoring Consultation Learning Lab Therapeutic programming support Planning, Assessments Formal and informal Team Members Classroom teacher Parent Student Services Teacher School administrator Division based team Learner Outcomes Tracking Monitoring Reporting Assistive Technology Integrated throughout 12

13 3. Students with Diverse Needs All students present with unique abilities, interests, needs and learning styles. It is the responsibility of the classroom teacher to acquire knowledge of each student s interests, abilities and level of performance, and to differentiate instruction to meet the needs within the classroom. This includes students who experience difficulties that require short term interventions, and students who are experiencing learning and behavioural difficulties as a result of specific disorders or disabilities. By interpreting new information and applying skills strategically, learners connect new knowledge and understanding to what they already know, and they reorganize or adjust their understanding to accommodate the new information and ideas. In order for learning to be effective, students require instruction in the use of a variety of strategies and skills that are meaningful to the student. The following provides a brief overview of a few areas of diversity, general definitions and implications for instruction and provision of support services. a) Students with English as Another Language (EAL), English as a Foreign Language (EFL), and English as a Second Dialect. In Saskatchewan, students with English as another language (EAL) are identified as those from homes, communities, or countries where a language other than English is the first spoken. English as Another Language students possess varying degrees of first language and English abilities. Many of these students begin school at the usual age but have limited exposure to English. Others have schooling in their first language equal to that of their English speaking peers. Meeting the language development needs of EAL students challenges many teachers. In some areas an EAL specialist may be available for consultation, but the major responsibility for educating EAL students lies with the classroom teacher. Although a course in EAL methods may help, most teachers have a wealth of knowledge and experience that can be used in EAL teaching (Saskatchewan Learning; retrieved January 29, 2008 from ). EFL students may be those students who have recently immigrated to Canada, have minimal English, or are non-english speaking. They speak a non-standard form of English and academic competency using the English language indicates that EAL educational support is required. b) Learning Disabilities Learning disabilities are characterized by underachievement in oral language, reading, writing and/or mathematics despite the presence of average to above average intelligence, appropriate instruction, regular school attendance, and favorable environmental factors (The Ministry of Education, 2004a). The following national definition of learning disabilities was developed by the Learning Disabilities Association of Canada (2002). 13

14 Learning Disabilities refer to a number of disorders, which may affect the acquisition, organization, retention, understanding, or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering, or learning. These include, but are not limited to, language processing, phonological processing, visual spatial processing, processing speed, memory and attention, and executive functions (e.g. planning and decision making). Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding) reading (e.g. decoding, phonetic knowledge, word recognition, comprehension) written language (e.g. spelling and written expression) mathematics (e.g. computation, problem solving). Learning disabilities may also involve difficulties with organizational skill, social perception, social interaction and perspective taking. For success, individuals with learning disabilities require early identification and timely specialized assessments and interventions involving home, school, community and workplace settings. The interventions need to be appropriate for each individual s learning disability subtype and, at a minimum, include the provision of: specific skill instruction adaptive technology accommodations compensatory strategies self-advocacy skills Most students with learning disabilities will be able to succeed within the regular curriculum with early and ongoing intervention and appropriate supports. These are outlined in either a PPP or ROA, focused on the specific curricular area(s). The resource Teaching Students with Reading Difficulties and Disabilities: A Guide for Educators (The Ministry of Education, 2004a) provides additional information on the types of learning disabilities, characteristics associated with each and implications for instruction. Detailed guidelines and effective practices are provided for teaching students with reading disabilities and written expression disorders. 14

15 c) Gifted Giftedness is a characteristic of students who have demonstrated high performance or show potential through advanced development in one of the following areas: specific academic aptitude advanced thinking ability visual or performing arts ability psycho-motor ability psycho-social and cultural leadership 4. Intensive Supports Level I and II Funding recognition is for students receiving intensive educational programs and supports if she or he has; visual impairment (VI), deaf and hard of hearing (D/HH), intellectual disability (ID), orthopedic disability (OH), physical health impairment, pervasive developmental disorder (PDD), multiple disability (MD), mental health impairments (MHI), and Other diagnosed or undiagnosed disorders (as described in Section 3) when extensive documentation from a duly qualified practitioner is provided. a) Visual Impairment The term visual impairment includes a range of difficulties with vision. In the educational context, a visual impairment impacts on the student s ability to fully participate in activities and may interfere with optimal learning and achievement unless adaptations are made and the necessary materials and assistive technology are in place. Personal program planning for students with visual impairment needs to include consideration of orientation and mobility skills, visual skills, specialized skills in reading (e.g. Braille, enhanced print, CCTV), specialized skills in mathematics, access to technology, daily living skills, social skills, and vocational planning and skill development. With the appropriate materials, technology and instruction, students with visual impairment can be very successful within regular classroom settings and can achieve the goals of the Saskatchewan curricula in the same manner as other students. For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines visual impairment as: a measured loss of central visual acuity that may vary from blindness to 20/70 or less in the student s better eye with proper correction; or a field of vision no greater than 20 degrees at the widest diameter. b) Deaf or Hard of Hearing Hearing loss impacts on communication development. Most students will develop language skills through the use of amplification and oral instruction. However, those with more severe losses may require an English-based sign system or American Sign Language. Parents make decisions regarding their child s communication in consultation with qualified personnel which may include the audiologist, speechlanguage pathologist and a teacher who has training in teaching students who are deaf or hard of hearing. 15

16 Most children with a significant hearing loss will have been identified through an audiological assessment prior to entering school. Others with a relatively mild hearing loss or later developing hearing loss may not be identified until entering school. Personal programs for students who are deaf and hard of hearing address the necessary strategies and supports necessary for the student to achieve the goals of the curricula. In addition, the program typically includes specific instruction in speech and language development, auditory management and appropriate assistive technology, speech reading, sign language as required, provision of an interpreter as required, and deaf culture as appropriate. This requires ongoing support from a speech-language pathologist and teacher with training in teaching students who are deaf and hard of hearing. For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines deaf and hard of hearing as: a hearing loss in which the unaided average of the three most severe of the following frequencies, 250, 500, 1000, 2000, 4000 Hertz, is greater than 34 decibels in the better ear; or a unilateral hearing loss in which the unaided difference between the affected and unaffected ear is 50 decibels or more and there is a significant delay in speech and language. c) Intellectual Disability Students are considered to have an intellectual disability if intellectual functioning is more than two standard deviations below the mean on an approved individually administered standardized assessment of intellectual functioning, and there is a similar degree of delay in adaptive behaviour and functioning. Intellectual functioning that is assessed as being between two and three standard deviations below the mean is considered to be a mild intellectual disability. A student is considered to have a moderate to profound intellectual disability if intellectual functioning at least three standard deviations below the mean as measured on an approved individualized standardized assessment. Students with intellectual disability present with a wide range of needs and abilities. They learn and develop through participating in instruction and activities with their chronological age peers, but will also require adaptations, additional intervention and supports. In general, students may require some supplementary direct instruction for specific academic and communication skills as well assistance with the development of social skills, reasoning skills, memory, problem solving and personal independence. The specific goals, objectives, instructional strategies and supports are outlined in a Personal Program Plan that is developed with the parents. The resource Teaching Students with Intellectual and Multiple Disabilities (Saskatchewan Education, 2001) provides extensive information on learning characteristics and effective practices for planning and implementing programs and supports. 16

17 For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines intellectual disability as a student who: scores at least three standard deviations below the mean as measured on an approved individualized standardized assessment; and demonstrates a significant deficit in adaptive behaviour, as measured by an approved individual measure of adaptive behaviour. d) Multiple Disability A student is considered to have a multiple disability when there is a combination of two or more disabilities outlined within this section. Frequently, this involves a student having an intellectual disability in addition to one of the following: visual impairment, deaf or hard of hearing, physical disability or severe social/emotional disability. As indicated above, the resource Teaching Students with Intellectual and Multiple Disabilities (Saskatchewan Education, 2001) provides extensive information and guidelines for effective practices for educating students with multiple disabilities. For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines multiple disability as a student who meets the criteria for two (2) or more of the following: Visual Impairment Deaf or Hard of Hearing Intellectual Disability Orthopedic Disability, Pervasive Developmental Disorder Physical Health Impairment. e) Orthopedic Disability Orthopedic disabilities are diagnosed by medical practitioners and are typically related to nervous system impairment or musculoskeletal conditions. However, the medical diagnosis does not determine the nature and extent of supports that may be required within the educational program. Students with physical disabilities must have the opportunity to participate in all classroom and school activities to the maximum extent possible. Programming considerations typically emphasize issues related to access, such as the need for modifications to access the school and specific areas within the school; adaptations to furniture or equipment; any assistive technology that may be required to access curriculum in a way that is not otherwise available to the student; and transportation. In addition, personnel need to be aware of any specific factors that may impact on the student s participation (e.g. fatigue). 17

18 For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines orthopedic disability as a physical condition that: adversely affects educational performance; seriously restricts mobility within the learning environment; limits the student s self-help activities; limits use of conventional transportation to the extent that special services are required; or requires specialized technological aids to access curriculum. f) Physical Health Impairment Diagnosis of a physical health impairment does not mean that the student will require any additional supports. In some situations, the illness may have implications for the students attendance, academic performance, ability to participate in activities, social/emotional development, ongoing personal care or emergency procedures to meet individual needs and circumstances. This may require unique solutions and supports to enable the student to participate to the maximum extent possible (e.g. a student who is absent for an extended period of time might receive and submit assignments, notes and feedback through and/or may be provided with some tutorial support in the home). For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines physical health impairment as a physical illness that: limits or does not permit school attendance and that hospital or home placement is required for at least three months; adversely affects his educational performance at school to the extent that ongoing student services supports are required; or requires personal care and supervision to ensure the health and safety of the student in school. g) Pervasive Developmental Disorder Pervasive Developmental Disorders (commonly referred to as Autism Spectrum Disorders) are characterized by impairments in communication and social interaction, and restricted, repetitive and stereotypic patterns of behaviour (American Psychiatric Association [APA], 2000). The characteristics can be present in a variety of combinations and can range from mild to severe. Pervasive Developmental Disorder (PDD) and Autism Spectrum Disorder (ASD) are umbrella terms which include the following diagnoses: Autism, Asperger s Disorder, Rhett s Disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder Not Otherwise Specified. Programs for students with PDD/ASD need to address communication, social behaviours, academic competence, motor skills, facilitating independence, and coordination of school and community services. Secondary programs typically place a particular emphasis on career exploration, job skills training and work experience. There are numerous teacher resources for educating students with autism, including Teaching Students with Autism: A Guide for Educators (Saskatchewan Education, 1998a) and Essential Components of Educational Programming for Students with 18

19 Autism Spectrum Disorder (Alberta Education, 2006). Both resources are available online (see reference list). For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines pervasive developmental disorder as: requiring a diagnosis of Autism, Asperger s Disorder, Rhett s Disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorder- Not Otherwise Specified h) Behaviour Difficulties and Disorders Behavioural, social and emotional problems range from mild to serious. Problems may include verbal and physical aggression; withdrawn behaviour and avoidance of others; hyperactivity; behaviours related to social problems such as substance abuse, child abuse and neglect; and unusual patterns of behaviours that may be associated with specific mental disorders. The majority of students with behaviour problems and social/emotional difficulties can be supported in school through positive behavioural approaches, social skills instruction, counseling and school-based services. Proactive approaches for developing appropriate behaviours and interpersonal skills are incorporated throughout The Ministry of Education s Core Curriculum (e.g. Health Education Grades 1-5 and 6-9, Wellness 10). In addition, the Comprehensive School Health Model provides a framework to integrate curriculum, instruction, services and social supports (Saskatchewan Education, 1998b). In some situations, students may exhibit learning difficulties as well as behavioural problems. Learning difficulties and disabilities can contribute to the presence of behaviour difficulties. In addition, behaviour problems can interfere with learning, thus compounding the difficulties for the student. Comprehensive assessment and intervention must be provided in order to address the full range of student needs and to capitalize on student strengths. That is, plans to change a student s behaviour must address the student s learning needs. A small percentage of students present with significant behaviour disorders that are not resolved through the support provided through typical school and classroom management strategies. That is, the behaviours persist over an extended period of time, in more than one setting and with more than one person. The frequency and/or severity of the behaviours may have a very disruptive effect on social interactions, personal adjustment and the learning of self and others. In many situations, these behaviours may be related to other disorders such as mental disorders, and require more intensive and coordinated supports from the school, home and community service providers. 19

20 There are no automatic solutions or placements that will meet the unique needs of all students with behavioural difficulties and disorders. Programming and supports must be on the fundamental understanding that: all behaviour is purposeful and that any attempt to change behaviour will not be successful until the reason(s) for the behaviours is/are identified successful programs focus on instruction the instructional program and supports are planned with parents, teachers, and school and community service providers and are documented in a Personal Program Plan i) Mental Health Impairment This term refers to mental disorders that are diagnosed by a qualified mental health practitioner. There are many mental health disorders as outlined in the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (American Psychiatric Association, 2000). Characteristics associated with specific mental disorders are outlined in the DSM-IV, and are too numerous to be included in this handbook. It is important to note that, while there are common characteristics associated with specific mental disorders, each student will present with unique needs and abilities and the impact on learning and the educational program will vary from very mild to severe. Further information on specific diagnoses is typically provided by the diagnostician and parents are frequently the first source of information. In addition, teachers and other student services personnel are responsible for acquiring further information on the learning and behavioural characteristics associated with specific diagnoses as well as the needs and abilities of the individual student. Students with mental health disorders and their families may be receiving supports through other service providers. School personnel need to work closely with other service providers to ensure consistency in understanding the student s needs, as well as in planning and implementing supports at school and monitoring the student s response. For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines mental health impairment as: requiring a diagnosis of mood disorder, anxiety disorder or personality disorder j) Prenatal Substance Exposure This term refers to fetal exposure to maternal drug and alcohol use which can significantly increase the risk for developmental and neurological disabilities. The effects can range from severe (neurological damage and growth retardation) to minor (resulting in normal outcomes). Infant and child long-term development depends not only on the prenatal exposure (type of drug, amount, length of time of use), but on factors related to the child's own biological vulnerability and environmental conditions. 20

21 Fetal Alcohol Syndrome is an organic brain disorder caused by prenatal alcohol exposure. The affected person may have: height, weight, and growth deficiencies a specific pattern of facial features central nervous system damage i.e., a unique cluster of behavioural symptoms One of the most debilitating characteristics of prenatal substance exposure is the poor ability to adapt to demands of surroundings. Educational experiences should make students as independent as possible, both now and in the future, with the outcome being adults functioning as fully as they are able. For some children, "functional" may mean following traditional academic curricula. Many students are fairly accomplished in academic subjects. To be independent, they also may need to learn to ride buses, prepare meals, use money appropriately, and not only perform a job, but use the social skills necessary to keep it. Educational goals and objectives should go beyond classroom boundaries and target skills to be used not only at school, but in homes and communities as successful, productive citizens. Equally important is instruction of communication skills. Programs must depart from traditional models of "speech therapy" or "language instruction" and view communication as all the verbal, written, gestural, and behavioural skills that allow an individual to participate in a social environment. Students with prenatal substance exposure must be taught appropriate ways to relate needs to others, whether verbally or through other communication systems. Communication skills should be developed in the context of social skills instruction. Because the two are inseparable and essential sets of skills to live and work in the community, they should be major components of the educational process from preschool through to high school. Small children can learn to communicate their needs, interact with peers, and respond to others appropriately. By high school, students should be teaming more complex communication and social skills, such as how to interact with employers and coworkers, make and maintain friendships, and behave with friends of the opposite sex. For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines prenatal substance exposure as: requiring a diagnosis of FAS, pfas, ARND or ARBD or that the student has prenatal exposure to drugs k) Substance-related Disorders The two disorders in this category refer to either the abuse or dependence on a substance. A substance can be anything that is ingested in order to produce a high, alter one s senses, or otherwise affect functioning. The most common substance thought of in this category is alcohol although other drugs, such as cocaine, marijuana, heroin, ecstasy, special-k, and crack, are also included. Probably the most abused substances, caffeine and nicotine, are also included although rarely thought of in this manner by the layman. 21

22 For the purposes of report to the Ministry on students receiving intensive supports, The Ministry defines substance-related disorders, as diagnosed by a duly qualified medical practitioner, as: adversely affecting education displaying extreme and pervasive behaviours having a diagnosis of substance use or a substance induced disorder l) Other For the purposes of reporting to The Ministry of Education on students receiving intensive supports, The Ministry of Education defines other, as diagnosed or undiagnosed conditions, when extensive documentation from a duly qualified practitioner and/or qualified team, as education severely impacted by: the condition the ability to function in and benefit from the educational setting 5. Home-Based Education for Students with Intensive Needs Home-Based students with intensive needs may require additional support services the parents cannot be expected to provide without school division assistance. The Ministry of Education provides funding recognition to school divisions to assist with assessment, programming, monitoring and technological supports for students who are identified with intensive needs and are registered with a school division (see Children s Services Policy Framework V 7.8). Procedures: The student must meet criteria for identification of a student with intensive needs in accordance with section 49 of proposed changes The Education Regulations, At the request of parent(s)/caregiver(s) who are educating their child at home, a board of education is required to arrange for the assessment of a student with special needs. The school division may also initiate an assessment. To access provincial grant recognition, division personnel (as outlined Children s Services Policy 6.1 Personnel Qualifications) shall be involved with the assessment of the student s strengths and needs, the development, implementation and monitoring of the student s personal program plan. The cost of technical aids for students with intensive needs who are being educated at home will be reimbursed to school divisions, in accordance with the funding protocol used for students with intensive needs. 22

23 6. Pre-Kindergarten: Prevention and Early Intervention for Children at Risk Many Saskatchewan children experience conditions that threaten their success at school. Poverty, neglect, abuse, lack of effective parenting, and family breakdown are all too prevalent in the lives of growing numbers of children. Studies have shown that these children have more than twice the rate of poor school performance, emotional and behavioural disorders, social impairment, and chronic health problems. Research and experience demonstrate that prevention and early intervention in the first years of life reap benefits such as increased school success, improved cognitive functioning and lower rates of juvenile crime and teen pregnancy. Since 1996, Saskatchewan Learning has supported Pre-Kindergarten programs in community schools, as community schools exist in areas of greatest need. In recent years they have expanded their focus to include other schools that serve an at-risk community. The program emphasizes developmentally appropriate practice and a child-centered approach to the physical, social-emotional and intellectual development of at-risk children 3 and 4 years old. It focuses on nurturing self-esteem, school success, and speech and language development, all of which are significant in the development of vulnerable children. The program is also culturally affirming for all children. Family members and care givers are invited to be active participants in the program, and are provided with parenting skill development opportunities, and social and health supports. It is expected that support for Pre-Kindergarten programs is the shared responsibility of school divisions, community agencies, family members, and the province. As of 2009 our school division has ten Pre-Kindergarten programs supported by the Ministry of Education two at McKitrick, two at Connaught, two at Lawrence, and one in Cando, Unity, Battleford Central and St. Vital. Each class has a maximum of 16 children, with a qualified teacher and an EA in each class. The children attend 12 hours each week (3 hours a day, either morning or afternoon). Fridays are designated as Family Days, when activities, speakers, field trips, or home visits are scheduled, in an attempt to have the families become involved in and comfortable at school. Children with the greatest need are the target group. Some selection criteria are: live within the community school neighborhood referred by DCR or Health low socio-economic status parent or care-giver has less than a high school education parent or care-giver does not speak English as a first language teen or young mom only one parent in the home addiction known to be an issue in the home 23

24 Parents or agencies can refer a child to the program. The teacher does an initial home visit to inform the family about the program, and to try and assess if the child meets the selection criteria. This is not always an easy task. Children 3 and 4 years old that fit the criteria as having an Intensive Need do not meet the mandate for Pre-Kindergarten. Rather, these children would receive their programming through Early Entrance, leaving Pre-Kindergarten seats open for those children who would not otherwise not have the opportunity to receive programming and support. 7. Early Entrance Programs Early Entrance programs are for children 3 and 4 years old who meet the criteria set out by the Ministry of Education as having Intensive Needs. These children are provided with programming and support to prepare them socially and academically for the school system. Living Sky School Division receives information from parents, professionals in Health as well as agencies such as Early Childhood Intervention Programs (ECIP), the Kinsmen Children s Centre (KCC) and the Alvin Buckwold Child Development Program (ABCP, to alert us to children who may be eligible for early admission to school support or who might require assistance upon entry into Kindergarten. The process for Early Entrance is as follows: 1. A referral is made to the Superintendent of Student Services by an agency or parent. 2. A team meeting, which may include the parents or guardians, the Superintendent of Student Services or designate, daycare or play school personnel, representatives from the referring agency, Health professionals such as the SLP, OT or ECP, and perhaps personnel from the school the child will eventually attend, is held. The strengths and needs of the child are discussed to determine the least restrictive environment and the most appropriate programming for the child. 3. Members of the team work together to develop a PPP for the child, based on the goals set out at the meeting. 4. The daycare or playschool forwards the PPP and a budget of expected costs to the Superintendent of Student Services. 5. Upon approval of the budget, the play school or daycare does the necessary hiring and provides the programming. 6. Regular follow-up meetings are held. 7. In the spring of the year the child will be entering Kindergarten, transition meetings are held with the Kindergarten teacher, Student Services teacher and school administer present. 24

25 8. Intensive Supports Funding Guidelines Determining Factor: What is the impact of that child s need on his ability to access curriculum? The following descriptors are used as guidelines to determine Intensive Level I and Intensive Level II funding. Intensive Level I Intensive Level II o A personal program plan (PPP) has been developed with the family/parent(s)/caregiver(s) and student (if age appropriate). o A qualified Student Services Teacher is involved with developing the PPP. Program: o Specific, direct small group and/or individual instruction involving various qualified professionals is occurring in the least restrictive environment. Planning: o Regular collaborative team meetings for planning and programming of student needs. Learner Outcomes: o Frequent tracking, monitoring and reporting. Personnel Support: o Support provided by school administration, school based team, division team, agencies, other. Assistive Technology: o Personnel support required for student personnel to access assistive technology. Therapeutic Support o Regular therapeutic support. Personal Care o Minimal personal care needs Program: o Specific, concentrated and considerable individual support and instruction involving various qualified professionals is occurring the least restrictive environment. Planning: o Daily/weekly collaborative team planning meetings for planning and programming of student needs. Daily communication to parent/guardian. Learner Outcomes: o Daily tracking, monitoring and reporting to revise education plan. Personnel Support: o Intensive involvement from school administrator, school based team, division team, agencies, paraprofessionals. Assistive Technology: o Extensive support required for student personnel to access very specialized assistive technology. Therapeutic Support o Intensive, direct therapeutic support. Personal Care o Intensive personal care needs And o Student meets the criteria as per the Education Act and Regulations for one or more of the following Students Identified for Intensive Supports Funding Recognition criteria. 25

26 Part C: Roles and Responsibilities 1. Introduction Student services are provided by school-based personnel and student services teams under the leadership and supervision of the Superintendent of Student Services, and the Director of Living Sky School Division. The following section provides a general overview of the roles and responsibilities of school-based and student services personnel in the development and provision of appropriate programs and services for students with diverse needs. The role of parents is also included. The purpose of this component is not to prescribe parent responsibilities; rather it is to serve as a guideline to assist school, division, interagency, and regional personnel to involve parents in planning, monitoring, and reviewing the programming and services that may be required to meet their child s individual needs. The following role descriptions provide general guidelines and do not include all specific duties and responsibilities within each role. In addition, it is important to note that there are often shared responsibilities and that some specific tasks will need to be collaboratively determined by the team with consideration of specific areas of interest and expertise; opportunities for professional growth; and practicalities such as workload, priorities, and scheduling. It is expected that all personnel work collaboratively toward a shared vision for learning that is consistent with both the Living Sky School Division s and Student Services vision, mission, and guiding principles. Personnel continually and actively strive to increase their personal knowledge and skills and share information, ideas, and experiences to advance the learning of colleagues and students. Collaborative team work is essential in meeting the diverse needs of students and also serves as a catalyst for professional growth among the personnel involved. It is expected that all personnel will strive to develop the skills and knowledge necessary for successful collaboration and that cooperation and collaboration will be evident throughout interactions with colleagues, students, parents, and community members. 26

27 2. School-Based Team As outlined on the Impact Assessment, the school-based student services team includes,but is not limited to; the parents, in-school administrators, classroom teachers, student services teacher, and educational assistants. Although the roles of the principal/vice principal and classroom teacher are much broader, they have primary responsibility for meeting the needs of all students within their respective schools and classrooms. Parents Parents are their child s first teacher. All parents need to be informed of their child s progress at school and to be involved in making decisions that affect their child s education. School and division personnel are required to ensure that parents have the opportunity for meaningful involvement in problem solving and decision making related to their child s program and support and to ensure that parents have the information needed to make informed decisions. Parents are considered equal partners in the collaborative school-based team. Although they are not involved in direct implementation within the school setting, parents participate in planning, implementing, and evaluating programs and supports by: providing for their child s basic needs ensuring that their child attends school supporting and encouraging their child s learning at home and at school providing background history providing information that augments the teacher s observations of the child in the school setting participating positively in planning meetings for the student following through on Personal Program Plan goals in home and community settings providing input at the planning and monitoring meetings regarding their child s progress communicating with the school regarding their concerns, observations, and celebrations on a regular basis advocating for their son/daughter 27

28 Classroom Teacher Classroom teachers are the first line of support for students experiencing difficulties or requiring additional supports or enrichment. Under The Education Act, 1995 (clauses 231[2][b] and [c]) teachers are required to attend to the individual differences and needs of pupils and to cooperate with colleagues and associates in program development and teaching activities pertaining to the class and individual pupils. The classroom teacher: accepts responsibility as the primary educator for all students in the classroom and takes a lead role in development, implementation, and review of programming, while providing direct instruction for all students within the classroom continually enhances knowledge of multiple methods for teaching curricula including strategies for differentiating instruction. reviews cumulative records and other pertinent student records, taking note of student needs and the strategies that have been successful in the past provides initial classroom-based assessment and develops knowledge of individual student needs, abilities, and interests identifies students who are experiencing difficulties and those who excel actively uses knowledge of individual student needs and multiple instructional methods to differentiate instruction communicates with parents on a regular basis regarding their child s progress, program, and any diverse needs collaborates with school-based team to identify appropriate strategies and resources to meet individual needs accesses information from the student services teacher regarding referrals to outside agencies develops knowledge of co-teaching and engages in co-planning and coteaching with the student services teacher, reading/language specialists, SLP, or others to meet diverse student needs provides leadership in developing Personal Program Plans (PPP) together with student services staff and parents implements the PPP within the regular classroom and works with other student services staff to regularly review and update the PPP plan and assigns specific classroom duties for the educational assistant within the inclusive classroom provides leadership, guidelines, and feedback on a regular basis to the educational assistant within the classroom communicates the student s progress to the parent/guardian on a regular basis (e.g., written reports/report cards, team meetings) shares successful instructional strategies and resources with other teachers 28